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Curriculum Theories and Orientations

6.1 Curriculum as technical theory
6.2 Curriculum as knowledge theory
6.3Curriculum as learning-development theory
6.4 Curriculum as political-moral theory
(Eisner, 1970)

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What is a Theory?
The thinking that occurs within a discipline, or a
coherent group of tested general propositions,
commonly regarded as correct, that can be
used as principles of explanation and prediction
for a class of phenomena: Einstein's theory of
relativity. Synonyms: principle, law, doctrine.

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Curriculum Theory
A curriculum theory ia a set of related
educational concepts that affords a
systematic and illuminating perspective of
curricular phenomena (Ornstein, 2005)

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Functions of
Curriculum Theory
To describe
To explain
To predict
To provide a critical perspective on schools
and society
To guide practice

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Functions of Curriculum Theory

1. Description
Provides a narrative classification of
knowledge in a particular discipline
Interprets the complex activities of a
discipline

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Functions of Curriculum Theory

2. Explanation
addresses the why question - not only
points out the relationship between
phenomena but suggest the reasons for the
relationships
serves as a guide - helps researchers
choose data for analysis - theory generated
guides further investigation

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Functions of Curriculum Theory

3. Prediction
can predict the occurrence of as yet
unobserved events on the basis of
explanatory principles imbedded within it.

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Functions of Curriculum Theory

4. To provide a critical

perspective on schools and

society

Some theorists like Michael Apple most

concerned with providing educators with a
critical perspectives on the society and its
schools

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Functions of Curriculum Theory

5.To guide practice

Some theorists, such as Ralph Tyler
most concerned with guiding practice.
Their work is to help educators make
more reasoned choices.

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Functions of Curriculum Theory

6. Curriculum as technical
theory
views curriculum planning as a technical task
a means-ends approach
accountability movement is representative of
this orientation
Benjamin Bloom, Hilda Taba, Ralph Tyler,
and John Dewey all advocated such an
approach
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Curriculum as
technical theory
In general, either one or a combination
of these five orientations dominates
teachers' and schools' approaches to
curriculum.
In order to clarify and create a
consistent curricular approach, it is
important to identify which of these
orientations are important, the proceed
to enact these approaches in a
consistent manner (Elliot Eisner, 1970)

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Curriculum as
knowledge theory
major function of school is to foster intellectual growth in subject areas that
are most important
all children should be introduced to basic fields of study in order to find
what they're good at and interested in
link with Idealist traditions -- studying the "great books", etc.
develop people's rational abilities

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Curriculum as learningdevelopment theory

major functions of school are to (1) help children learn how to

learn and (2) provide children with opportunities to use and
strengthen variety of intellectual processes

generally views mind as made up discrete and relatively

independent abilities

emphasizes process over content

curriculum focus tends to be problem centered

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Curriculum as
political-moral theory
This orientation has been added as a possible explanation for
how curriculum is used as a political tool to control the
population. Such control may include:
Not covering topics, issues, and skills to prevent children
from acquiring such knowledge and skills.
Emphasizing particular knowledge content and skills or
specific biased perspectives of such content and skills at the
expense of other knowledge and skills.

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Curriculum as
political-moral theory
Emphasizing coverage of many topics, so that the knowledge

is fragmented and disconnected, so that most students are

unable to develop meaningful and coherent understandings.
Pressures of testing and curriculum coverage in reading and

mathematics, prevent many teachers from covering social

studies, science, art, etc. in any depth. At the same time,
inquiry, critical thinking, and creative thinking are not
addressed, because of the time it takes to develop these skills.

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Classification of Stages of
Theory Development
Stage 1 Basic Theory descriptive explanations
Stage 2 Middle Range Theory conceptual framework for
guiding inquiry and practice
Stage 3 General Theory conceptual scheme for explaining an
entire universe of inquiry

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Classifying Curriculum
Theories

Structure oriented theory

Value oriented
Content oriented
Knowledge centered curricula
Society centered curricula
Process oriented theory
Alternative curriculum approaches

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Structured Oriented
Theories
Analyzes the components of the curriculum
and their interrelationships
Tend to be descriptive and explanatory
Seeks to describe and explain how curricular
components interact within an educational
environment
Concerned primarily with analyzing
components of the curriculum

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5 Components of the
Written Curriculum

A rationale for the curriculum

Aims, objectives and content
Instructional methods
Learning materials and resources
Tests and/or assessment measures

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Value Oriented
Theories
Critical analysis of the values and assumptions
made by curriculum makers and their products

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Content Oriented
Theories
Prescriptive determination of the content of
curriculum and to be prescriptive in nature.
Child center curricula with the child being the
beginning point, the determiner, and the shaper
of curriculum.
Knowledge centered curricula advocates a
knowledge centered curricula.
Society centered curricula starting point is
social order.
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Process Oriented
Theories
Description and/or prescription of how curricula are
developed or recommending how curricula should
be developed

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Curriculum as Change
Technology can be a catalyst of curriculum
change. Current new research on how the
brain learns, metacognition, and learning to
read have provided constructs to be
considered when developing curriculum.

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Theoretical School of
the Future
Envisions schools of the future as learning
communities where teachers and students
infuse technology seamlessly into classroom
practice (Patterson, 2007).

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Areas of Curriculum
Review Should Include:

Historical development of curriculum studies

Current theory and practice in the field
Macro and Micro dimensions in curriculum
Ethos and cultural considerations
Process of curriculum change
Impact of technology

Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition

2012 SAGE Publications

Areas of Curriculum
Review Should Include:
Models of instructional design and learning
strategies
Identification
and
implementation
of
appropriate teaching methods
Models & techniques of assessment &
evaluate process
Staff development needs
Practical application of design & product

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Glatthorn, A. A., Boschee, F., Whitehead, M.

B., Boschee, F. B., (2015). Curriculum
leardership: Strategies for development and
implementation. USA: Sage Publication.

Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition

2012 SAGE Publications